Block 3: Realistic Fiction

11/3-11/25

4 Weeks (17 days)

Week / Time Frame / Lessons / Focus
1 / 11/3-11/7 / 1-5 / Immerse students in Realistic Fiction and the characteristics ofrealistic fiction.
2 / 11/10-11/14 / 6-10 / Characteristics of Realistic Fiction and
Plot(problem/solution, beginning, middle & end)
3 / 11/17-11/21 / 11-14
1 flex / Characters Feelings
4 / 11/24-11/25 / 2 flex days

Block 3: Realistic Fiction

TEKS & Objective/Product / Procedure
1 / TEKS 1.4(a),Fig.19(c)
Obj:We will confirm predictions about what will happen next in text.
Product: We will discuss and make predictions about the story. / Focus: Making Predictions
Text: The Art Lesson by TomiedePaola (1st grade C-scope tub)
Approach: Interactive Read-Aloud
Resources/Materials:
  • Sticky notes for stopping points

2 / TEKS 1.4(a),(b), Fig.19(d)
Obj: We willconfirm predictions about what will happen next in text.
Product: We will discuss our understanding and inferences. / Focus: Monitoring & Inferencing
Text: The Dot by Peter H. Reynolds (Journeys Unit 6)
Approach: Interactive Read-Aloud
Resources/Materials:
  • Sticky notes for stopping points

3 / TEKS Fig. 19(F)
Obj: We will make connections from text to other texts.
Product: We will discuss text to text connections. / Focus: Text to Text Connections
Text: The Art Lesson & The Dot
Approach: Mini-Lesson
Resources/Materials:
Ways We Connect to Text & Venn Diagram
4 / TEKS: 1.4(a), (b), Fig. 19(c)(d)
Obj: We will confirm predictions about what will happen next in text.
Product: We will discuss and make predictions about the story. / Focus: Predictions
Text: The Recess Queen by Alexis O’Neill (1st grade C-scope tub)
Approach: Interactive Read-Aloud
Resources/Materials:
Sticky notes for stopping points
5 / TEKS: 1.4(a), (b), Fig. 19(d)
Obj: We will monitor and adjust our understanding as we make inferences to understand our reading.
Product: We will discuss our understanding and inferences / Focus: Monitoring & Inferencing
Text: A Whistle for Willie by Ezra Jack Keats (Journeys Unit
Approach: Interactive Read-Aloud
Resources/Materials:
Sticky notes for stopping points
6 / TEKS: 1.7, Fig 19 (a)
Obj: We will notice the characteristics of Realistic Fiction.
Product: We will discuss the characteristics of Realistic Fiction. / Focus: Characteristics of Realistic Fiction
Text: The Art Lesson, The Dot, The Recess Queen & A Whistle for Willie
Approach: Mini-Lesson
Resources/Materials:
Noticings chart
7 / TEKS: 1.7, Fig 19 (a)
Obj: We will notice the characteristics of Realistic Fiction.
Product: We will discuss the characteristics of Realistic Fiction. / Focus: Characteristics of Realistic Fiction
Text: The Art Lesson, The Dot, The Recess Queen & A Whistle for Willie
Approach: Mini-Lesson
Resources/Materials:
Noticings chart
8 / TEKS: 1.9 (A)
Obj: We will describe the plot (problem and solution) and retell a story's beginning, middle, and end.
Product: We will interactively write the plot on a graphic organizer. / Focus: Plot
Text: The Dot by Peter H. Reynolds
Approach: Mini-Lesson
Resources/Materials: Plot Anchor Chart, Beginning/Middle/End Anchor Chart & Plot graphic organizer
9 / TEKS: 1.9 (A)
Obj: We will describe the plot (problem and solution) and retell a story's beginning, middle, and end.
Product:We will write the plot on a graphic organizer with a partner. / Focus: Plot
Text:The Recess Queen by Alexis O’Neil
Approach: Mini-Lesson
Resources/Materials: Plot graphic organizer for partner work
10 / TEKS: 1.9 (A)
Obj: We will describe the plot (problem and solution) and retell a story's beginning, middle, and end.
Product:I will write the plot on a graphic organizer. / Focus: Plot
Text:The Lemonade Stand (Houghton Mifflin leveled reader; level L)
Approach: Performance indicator (PI)
Resources/Materials: Plot graphic organizer for each student
11 / TEKS 1.9(B), Fig.19(D)
Obj: We will describe characters in a story and the reasons for their actions and feelings.
Product: We will discuss and write on a characters feelings graphic organizer. / Focus: Characters feeling
Text: The Art Lesson by TomiedePaola
Approach: Mini-Lesson
Resources/Materials: Blank chart paper & Character Feelings graphic organizer
12 / TEKS 1.9(B), Fig.19(D)
Obj: We will describe characters in a story and the reasons for their actions and feelings.
Product: We will interactively write on a characters feelings graphic organizer. / Focus: Characters feeling
Text: The Dot by Peter H. Reynolds
Approach: Mini-Lesson
Resources/Materials: Character Feelings graphic organizer
13 / TEKS 1.9(B), Fig.19(D)
Obj: We will describe characters in a story and the reasons for their actions and feelings.
Product: We will write with a partner on a characters feelings graphic organizer. / Focus: Characters feeling
Text:Amy’s Airplane(Houghton Mifflin Leveled Reader Level E)
Approach: Mini-Lesson
Resources/Materials: Character Feelings graphic organizer for partner work
14 / TEKS 1.9(B), Fig.19(D)
Obj: We will describe characters in a story and the reasons for their actions and feelings.
Product: I will write with a partner on a characters feelings graphic organizer / Focus: Characters feeling
Text:A Whistle for Willie by Ezra Jack Keats
Approach: Mini-Lesson
Resources/Materials: Character Feelings graphic organizer for Performance Indicator (PI)

Lessons 1-7

Rationale: During these lessons you will immerse your students in fictional texts, specifically Realistic Fiction. You will read one of them daily as an interactive read aloud. After you have exposed your students to several of these texts you will complete a noticings anchor chart with your students. On this anchor chart you will chart noticings and book examples from the specified texts. The texts will then serve as mentor texts for lessons the next couple of weeks so keep them easily accessible for you and your students.

Lessons 1-6 Teks: 1.4 (A), (B), (C), Fig 19(A),(B),(C),(D),(E),(F)

1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(A) confirm predictions about what will happen next in text by "reading the part that tells";

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and

(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using backgroundknowledge, generating questions, re-reading a portion aloud).

Fig. 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in bothassigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed,

critical readers. The student is expected to:

(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension;

(B) ask literal questions of text;

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, re-reading a portion aloud);

(D) make inferences about text and use textual evidence to support understanding;

(E) retell or act out important events in stories in logical order; and

(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Lesson 1

LessonTeks:

1.4(A) confirm predictions about what will happen next in text by "reading the part that tells";

Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, re-reading a portion aloud);

Text: The Art Lesson by Tommy dePaola(1st grade level book collection, CSCOPE)

Approach: Interactive Read-Aloud

Focus: Making Predictions

Create: (BEFORE THE LESSON) :

Stopping Points-Record the following on sticky notes and place on the correct pages in the text (the pages are not numbered so I began pg. 1 on the first page with text):

  • Pg. 13 We can tell that Tommy truly wants to be a good artist because he practices all the time. Tommy gets to paint tomorrow in Kindergarten. Let’s make a prediction about what they will do while they paint.
  • Pg. 20- Miss Landers said everyone must use school crayons. How do think Tommy feels about that? Let’s make a prediction. Turn and talk to your partner and tell them how you predict Tommy is going to feel about using school crayons. Say…I predict Tommy will feel…
  • Pg.21-Was our prediction right?
  • Pg.27-What do you predict Tommy will do? Turn and talk to your partner about what you predict Tommy will do. Say…I predict Tommy will…

Lesson:

1.Bring students to your whole group reading area. Sit next to partner (self-selected or assigned).

2.Introduce the focus:

Today we are going to begin reading books that are realistic fiction. Realistic fiction means the story is fiction, but it could really happen. There won’t be any talking animals or characters that can do magic in realistic fiction books. Today’s story is called The Art Lessonby Tommie dePaola. During this story we are going to make some predictions. A prediction is a guess you make using the evidence from the story. We are going to make some predictions while reading The Art Lesson.

3. Reading the text:

Begin reading the story:

  • Pg. 13 We can tell that Tommy truly wants to be a good artist because he practices all the time. Tommy gets to paint tomorrow in Kindergarten. Let’s make a prediction about what they will do while they paint. Read through pg 15 and discuss if their predictions were right.
  • Pg. 20- Miss Landers said everyone must use school crayons. How do think Tommy feels about that? Let’s make a prediction. Turn and talk to your partner and tell them how you predict Tommy is going to feel about using school crayons. Say…I predict Tommy will feel…
  • Pg.21-Was our prediction right?
  • Pg.27-What do you predict Tommy will do? Turn and talk to your partner about what you predict Tommy will do. Say…I predict Tommy will…

4. Closing:

Tommy worked very hard to be the best artist he could be. Making predictions is one way that helps us better understand what we read. Sometimes our predictions are right and sometimes they aren’t quite what happens in the story. For us to be the best readers we can be it is important for us to make predictions while we are reading.

Lesson 2

LessonTeks:

1.4(A) confirm predictions about what will happen next in text by "reading the part that tells";

Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, re-reading a portion aloud);

Fig. 19(D) make inferences about text and use textual evidence to support understanding

Text: The Dot by Peter H. Reynolds (Journeys Unit 6, T33-T32 or student pgs. 15-32)

Approach: Interactive Read-Aloud

Focus: Inferencing & Monitoring

Create: (BEFORE THE LESSON)

  • Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
  • Pg. 16 – Why do you think Vashti is still in her chair after the class is over? What can you infer? I see her paper is still blank and everyone else is gone. I infer she is having trouble thinking of something to draw.
  • Pg. 23 – Wow! Look at Vashti’s dot. How do you think Vashti feels about it now? Can you make an inference. Turn and talk to your partner about how Vashti feels about her art now. Say…I infer Vashti feels…
  • Pg.27– Hmm, I wonder about something. This page said, “Vashti even made a dot by NOT painting a dot.” That confuses me. What can we do to figure out what they mean?
  • Pg.32-How is the end like the beginning? What do you predict the little boy will do now? Turn and talk to your partner about your prediction. Say…I predict the little boy will….

Lesson:

  1. Bring students to your whole group reading area. Have students sit by a partner (self-selected or assigned).
  1. Introducing the focus:

Yesterday we read The Art Lesson. It was a realistic fiction book and we made predictions while we read it. Today we are going to read The Dot. The Dot is about a little girl who is supposed to draw a picture but has a hard time. Let’s read to see if she becomes an artist. We will be making some predictions but we will spend most of our time making inferences as we read. What is an inference? Refer to inference anchor chart. We infer when we use our background knowledge plus text evidence to understand how a character feels or the reason for their action.

  1. Reading the Text:
  • Pg. 16 – Why do you think Vashti is still in her chair after the class is over? What can you infer? I see her paper is still blank and everyone else is gone. I infer she is having trouble thinking of something to draw.
  • Pg. 23 – Wow! Look at Vashti’s dot. How do you think Vashti feels about it now? Can you make an inference. Turn and talk to your partner about how Vashti feels about her art now. Say…I infer Vashti feels…
  • Pg.27– Hmm, I wonder about something. This page said, “Vashti even made a dot by NOT painting a dot.” That confuses me. What can we do to figure out what they mean?
  • Pg.32-How is the end like the beginning? What do you predict the little boy will do now? Turn and talk to your partner about your prediction. Say…I predict the little boy will….
  1. Closing:

Vashti’s feelings changed during the story. The author didn’t always tell us how Vashti felt so we had to make some inferences. When we make inferences about a characters feelings it helps us to better understand what we read.

Lesson 3

LessonTeks:

Fig. 19(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Text: The Art Lesson by TomiedePaolaThe Dot by Peter H. Reynolds (Journeys Unit 6, T33-T32 or student pgs. 15-32)

Approach: Mini Lesson

Focus: Text to Text Connection

Create: (BEFORE THE LESSON)

Lesson:

  1. Bring students to your whole group reading area. Have students sit by partners (self-selected or assigned). Have the Ways We Connect to Text anchor chart and venn diagram on the board or an easel next to you.
  1. Introduction:

The last two days we have read the books The Art Lesson and The Dot. Today we are going to discuss making text to text connections. A text to text connection is when a text or book you have read reminds you of another book. Refer to the ways we connect to text anchor chart. When we make a text to text connection it helps add to my thinking about both texts or books.

  1. Mini-Lesson

To help us make text to text connections we are going to use a venn diagram. Show students the venn diagram and explain how they work. We are going to compare the two stories, The Art Lesson and The Dot. Write the two titles on the venn diagram.

  • Let’s think about the two stories. Think about the characters; Tommy and Vashti. Add to the diagram. Were they alike? Yes, they both wanted to be artists. Add to the diagram.
  • Now, let’s think about the setting of the story. Where did the most important parts of the story take place? Yes, most of the important events in both stories took place in their school. Add to the diagram.
  • With your students discuss important events, the problem and the solution to add to the venn diagram. Use the following diagram to guide your discussion with your students. They may come up with something that is not on the diagram please add their contribution.

  • After completing the venn diagram cover up the two sides and just talk about what is in the alike section. Now let’s look at the alike section of the venn diagram. It tells us that Tommy and Vashti both wanted to be artists, both stories took place in a school and both of the kids practiced their pictures until they were very good artists. These parts of the story help us to make a text to text connection. The characters in both stories learned the lesson that if you work hard and practice, you can be good at whatever you try.
  1. Closing

While you are reading a new book and you make a text to text connection it will help you better understand the book that you are reading. Refer to the Ways We Connect to Text anchor chart. Good readers make text to text connections and we will continue to make them all year.

Lesson 4

LessonTeks:

1.4(A) confirm predictions about what will happen next in text by "reading the part that tells";

Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, re-reading a portion aloud);

Text: The Recess Queen by Alexis O’Neil(1stgrade level book collection, CSCOPE)

Approach: Interactive Read-Aloud

Focus: Predicting

Create: (BEFORE THE LESSON)

  • Stopping Points – Record the following on sticky notes and place on the correct pages in the text. This book does not have page numbers, the pages are identified by the first line of text.
  • Pg.8-Look at Mean Jean, what do you think she is thinking about Katie Sue? Let’s make a prediction. Discuss as a class. Use the sentence stem…I predict Mean Jean…
  • Pg.13-Jean told Katie Sue everything she had ever told all the other kids. How do you think Katie Sue is going to react to Jean? Turn and talk to your partner about your prediction. Say…I predict Katie Sue will…
  • Pg.22-Wow! Look at Jean, she looks confused. What do you think she will do? Let’s make a prediction. Turn and talk to your partner. Say…I predict Jean will…
  • Pg. 29-How do you think recess will be from now on? What do you predict what will happen in the future?

Lesson: